Tag: East and West Sussex

My Specialist Experience Working with Young People with SEN to Develop Trusting and Meaningful Relationships

I am a Qualified Primary Teacher and Specialist Dyslexia Teacher and Assessor (MA SpLD, UCL Institute of Education) with extensive experience supporting young people with a wide range of additional needs in their homes, schools, and online. I have led a sixth form in a specialist provision and also Key Stage 2 in a mainstream setting.

Building trusting, meaningful relationships is the foundation of my practice. Many of the young people I support have experienced anxiety, school avoidance, or emotional dysregulation. I take time to understand each learner’s profile, strengths, triggers, and previous educational experiences. Through authenticity, flexibility, empathy, and high but achievable expectations, I create a safe, structured environment where pupils feel understood and valued.

I prioritise emotional safety alongside academic progress. Celebrating small successes, providing consistent encouragement, and maintaining a calm, predictable approach enables learners to rebuild confidence, re-engage with education, and develop a stronger sense of identity and self-belief.

My Skills and Experience in Teaching Pupils with Executive Function Difficulties

I am a Qualified Primary Teacher and Specialist Dyslexia Teacher with a Master’s degree in Specific Learning Difficulties (Dyslexia) from the Institute of Education, UCL. The focus of my dissertation was Executive Function skills within school settings, which led to extensive academic reading and research into how cognitive processes such as working memory, planning, organisation, task initiation, attention, and self-monitoring directly impact learning outcomes. This strong theoretical foundation underpins my evidence-based tutoring practice.

Alongside my academic training, I have significant practical experience supporting children and young people with Executive Function difficulties, particularly within English. I regularly tutor pupils whose academic ability is masked by EF challenges rather than a lack of understanding.

At the primary level, EF difficulties often present as struggles with organising ideas for writing, remembering instructions, retaining phonics and spelling patterns, maintaining focus during reading, and comprehending texts at depth. Without targeted support, pupils may appear to be underachieving despite strong verbal reasoning or creativity.

At the secondary level and GCSE, EF difficulties frequently become more pronounced. Pupils experience overwhelm when revising large volumes of content, difficulty processing information deeply enough to retain and retrieve it under exam conditions, and significant barriers when planning and initiating extended writing tasks such as essays. Many describe their “brain feeling clogged” and being unable to start, despite knowing the content.

I address these challenges through bespoke, scaffolded strategies that explicitly teach Executive Function skills alongside subject knowledge. This includes structured planning frameworks, chunked revision methods, retrieval practice techniques, visual organisers, memory supports, and step-by-step writing scaffolds. By reducing cognitive load and strengthening EF processes, pupils are able to access their true academic ability, work with greater confidence, and achieve success in assessments and examinations.

My Experience Supporting Young People with ASC

I have extensive experience teaching and tutoring children with a profile of autism and young people across mainstream schools, specialist provisions, SEMH settings, and 1:1 home education.

I understand that autism presents uniquely in every individual. My approach is strengths-based and neurodiversity-affirming, focusing on reducing anxiety through clear structure, visual supports, predictable routines, and flexible communication strategies. I use child-led interests to increase engagement and support emotional regulation alongside academic learning.

I collaborate closely with parents, SENCOs, speech and language therapists, and occupational therapists to ensure joined-up provision. My work consistently focuses on helping autistic learners feel safe, capable, and successful.

My Experience Supporting Young People with PDA

I have significant experience supporting learners with a PDA profile in both school and private tutoring contexts. My approach is low-demand, collaborative, and relationship-based.

I prioritise autonomy, choice, and emotional regulation, gently encouraging engagement through flexibility and shared problem-solving. By reducing perceived demands and working through interests, I have supported pupils who previously disengaged from education to re-engage with learning in a calm and trusting way.

Parents and professionals have commended my approach for its consistency, empathy, and effectiveness in reducing anxiety-driven resistance.

My Experience Supporting Young People with SEMH and Mental Health Needs

I have experience in SEMH specialist settings and with young people experiencing anxiety, emotional dysregulation, low self-esteem, and school-based trauma.

My sessions are structured yet nurturing, breaking tasks into manageable steps and scaffolding executive function skills such as planning, task initiation, and self-monitoring. By combining academic support with emotional scaffolding, I help young people develop resilience, coping strategies, and renewed confidence in their ability to succeed.

My Experience Supporting Young People with ADHD

I have extensive experience supporting learners with ADHD, both professionally and personally.

My teaching incorporates clear routines, structured scaffolding, visual organisers, chunked instructions, movement breaks, and multisensory learning. I provide immediate, specific feedback and build strong rapport to maintain engagement and motivation.

My academic background in Executive Function and Working Memory (the focus of my Master’s research) allows me to explicitly teach planning, organisation, sustained attention, and self-regulation strategies. I empower learners to understand how their brains work and to develop practical strategies for independence and success.

My Experience Teaching Functional English and Maths

As a former Head of Juniors (KS2) and teacher within both mainstream and specialist SEND schools, I have taught English and Maths from early years through to GCSE and Functional Skills Level 2.

I have delivered Functional Skills Maths and English in specialist settings for learners up to age 25, adapting content to real-life contexts such as budgeting, travel training, cooking, and independent living skills. My teaching is structured, personalised, and rooted in identifying gaps while building confidence and fluency.

I ensure lessons are accessible, engaging, and meaningful, enabling learners to apply skills beyond the classroom.

My Experience Developing Confidence and Self-Esteem

Confidence is central to my practice. Many young people I support arrive with fragile self-belief due to repeated academic or social challenges.

Through achievable goals, consistent praise, strengths-based teaching, and personalised success pathways, I help learners rebuild confidence in themselves as capable individuals. My nurturing but aspirational approach enables pupils to take risks in learning, celebrate progress, and develop a positive relationship with education.

Over time, this growth in confidence translates into improved academic outcomes, stronger social skills, and increased independence.

My Specialist Experience Providing Engaging Sessions to Inspire a Love of Learning

I am passionate about creating engaging, multisensory sessions tailored to each learner’s interests and cognitive profile.

Whether using practical real-life contexts, sensory storytelling, technology, enrichment experiences, or structured academic scaffolds, I ensure learning feels relevant and motivating. My background in curriculum development and enrichment leadership has strengthened my ability to design creative, meaningful educational experiences.

For many learners who have previously disengaged, I plan my sessions to reignite curiosity and foster a renewed enjoyment of learning.

My Skills and Experience Supporting Young People to Develop Independence

Supporting independence is a core outcome of my work.

In specialist settings, I have taught travel training, cooking, life skills, and Functional Skills qualifications. I have led sixth form provision for young adults with MLD and PMLD, using the Engagement Model to assess and support progress.

Across all age groups, I explicitly teach executive function strategies, organisation, problem-solving, and self-advocacy. My goal is always to equip young people with the skills, confidence, and resilience needed to navigate education and life with increasing autonomy.

My specialist experience working with young people with SEN to develop trusting and meaningful Relationships.

I believe that every young person can become a joyful and independent learner and reach their full potential when a trusting and meaningful relationship has been developed, and the appropriate skilled support is given.

I prioritise the building of trust and meaningful relationship with my students by giving them time and space to show me their abilities, interests and learning styles. I then plan lessons and activities which are tailored to each student. I feel confident in my ability to teach students with SEN and SEND because of my extensive specialist training and experience teaching students with many different abilities and challenges

My specialist experience working with young people with additional needs to develop trusting and meaningful relationships:
For 10 years I was a class teacher working in both mainstream and special provisions. To teach curriculum concepts and share my agenda, I knew that I would need to build connections and establish safety and rapport first. For years, I have focused on building trusting and meaningful relationships with young people with Special Educational Needs (SEN) as a foundation of education. My approach is grounded in empathy, patience, and consistent support, creating safe and nurturing environments where young people feel understood and valued. I utilise personalised communication strategies and discover shared interests to foster mutual trust, enabling students to be themselves and engage in their learning journey, meeting their potential.

My experience teaching young autistic people:

For six years, I taught autistic students in a special resource base within an outstanding mainstream primary school. I tailored my teaching methods to accommodate the unique needs of each student, incorporating visual supports, structured routines, and sensory breaks to enhance students’ learning experience. My goal was always to create inclusive and supportive classroom environments that allowed students to thrive. I taught across EYFS, Key Stage 1 and Key Stage 2, developing the curriculum and modelling best practices to support autistic learners. I trained staff, and I was promoted to Lead Teacher for Autism. I now work part-time as an Advisory Teacher for Autism for a London Borough, supporting autistic people in all education settings, and delivering training workshops to professionals and parents. I love supporting young people to explore their autistic identity and begin to advocate for their needs.

My experience working with young people with anxiety:
For many students that I have had the pleasure of teaching, anxiety has sadly been part of their school experience. To support those with anxiety, I find increasing routine and structure beneficial, as well as ensuring that students are heard, safe and reassured. Regular feelings check-ins have proven to be helpful, as well as equipping students with mindfulness techniques. Often, I model talking about worries and show how I use a toolbox of techniques and strategies to combat feelings of dysregulation. I also find that it can be helpful to explore with students what is in their control and what is not in their control, as well as teaching practical problem-solving. I have recently supported schools by delivering training on the impact of emotionally-based school avoidance for autistic young people and their families, to help professionals to understand how the school environment can cause anxiety, and how it can become a barrier to autistic students accessing school.

My experience working with young people with a demand avoidant profile:

I have supported a number of students who have a demand avoidant profile, and I have developed a deep understanding of their unique needs and challenges. My approach is rooted in building a strong, trusting relationship, which is essential for students with PDA. My calm and empathetic communication style has proven effective. I have learned that traditional teaching methods, particularly those that are considered supportive for autistic students, do not always have the same success with students with demand avoidant profiles, so I employ creative and indirect strategies to engage students. Integrating students' interests and keeping sessions novel makes learning more appealing and less pressured. By offering choices and fostering a sense of autonomy, I help students feel more in control and less resistant to demands. My patience and adaptability allow me to adjust plans and expectations based on the student's mood and comfort level, ensuring a positive and productive experience.

My experience working with young people with ADHD/ADD:
Teaching young people with ADHD and ADD has been a significant part of my career. I employ a variety of strategies to help with focus and manage impulsivity, such as breaking tasks into manageable steps, providing clear and concise instructions, and incorporating movement or regulation breaks into lessons. By creating a structured yet flexible learning environment, I have found that I successfully support students with ADHD and ADD in developing their concentration and academic skills. I have also found that explicitly teaching organisation skills, time management and planning has been beneficial. Helping young people to have an awareness of their differences, and celebrating neurodiversity and unique, innovative thinking skills helps to ensure a positive sense of self, which is invaluable.

My experience teaching Primary English:
I have 10 years of experience teaching English at Primary level. I worked within EYFS for 3 years and loved assisting young people to develop a love of literacy through songs, rhymes, roleplay, and storytelling. I enjoy teaching phonics and seeing the progression in early reading skills, mark-making and then early writing. I have taught across key stages 1 and 2 following the English national curriculum and supported children in both mainstream and specialist provision. I have tutored students in both mainstream and special provisions to prepare them for their SATS.

My experience teaching Primary Maths:
I have 10 years of experience teaching Maths at Primary level, supporting children of all abilities to develop confidence and strong foundational skills. I use a hands-on, practical approach, incorporating tactile resources like counters, number lines, and visual models to reinforce understanding. My lessons are engaging and structured, tailored to each child’s learning style. I have successfully prepared students for SATs, focusing on exam techniques, problem-solving strategies, and building mathematical fluency. I create a supportive environment that reduces anxiety and encourages a positive mindset toward maths. My goal is to make learning enjoyable, ensuring every child feels capable and ready to succeed.

My experience supporting young people with community activities:

Learning can take place in the home, school and in the wider community and is not bound by a student’s age or strict time frames. Some of my recent lessons have taken place at Pizza Hut, the local library and at Power League! One of my favourite lessons to teach and to support is cooking, I find it particularly rewarding when this is coupled with researching recipes, making a shopping list and taking a trip into the community to purchase ingredients. I am confident in supporting students in the community and believe that taking traditional learning into real-life contexts is highly valuable, helps consolidate learning and makes learning more meaningful and purposeful.

My experience working with young people to boost their confidence and self-esteem:
Boosting students’ confidence and self-esteem is a central focus of my teaching philosophy. I use strengths-based approaches, celebrating each student’s achievements and providing opportunities for them to succeed in various areas. Through positive reinforcement, encouragement, and tailored support, I help students build a strong sense of self-worth and confidence in their abilities. Over time, I feel it is important to introduce more challenge, celebrating each attempt to try something new or out of their comfort zone.

My specialist experience providing engaging sessions to inspire a love of learning:
Creating engaging and inspiring lessons is a passion of mine. I use a variety of interactive and hands-on activities, integrating technology, art, and real-world applications to make learning exciting and relevant. My goal is to ignite a love of learning in my students, encouraging curiosity and a lifelong passion for discovery. Using the students’ interests as a starting point for inspiration helps build engagement.

My skills and experience supporting young people to develop their independence:
Supporting students to develop their independence is a key aspect of teaching. I encourage self-advocacy and provide opportunities for young people to take responsibility for their learning. Through individualised support, teaching functional life skills, and fostering a growth mindset, I help young people become more confident and capable individuals, ready to navigate the challenges of the future more independently.

My experience includes working as SEN co-ordinator of Design Technology, teaching Art, class teacher of literacy, numeracy and other subjects to small groups of children with a wide range of different learning difficulties. My first teaching roles were working with children with moderate learning difficulties; later those with epilepsy and severe and profound learning difficulties who were using the functional skills curriculum.

I have worked as a Special Support Centre teacher for children with speech and language difficulties. This involved using Makaton and communication in print and small group teaching according to Individual Learning Plans, updating ILP’s to learning needs and developing the Education and Healthcare Plan in the annual review with other agencies.